Ação do professor do primeiro ano do ensino fundamental: o lugar da corporeidade, da motricidade e dos jogos

Abstract

This paper have as its aim, to analyze the action of the first year teachers of elementary school, watching the place of the embodiment, the mobility and the games. It was done a bibliographic research bringing up several authors of reference in the field of child development, corporeality and motor skills, games, toys and plays. After the completion of the studies, it were carried out observations of the actions of three teachers of a public school and three teachers from a private school in the city of Araxá, MG, during six meetings with each subject, making a total of 36 meetings of approximately two hours each. In order to achieve the desired objective it was set a qualitative approach in research based on the analysis of the situated phenomenon. For this analysis some methodological steps were followed such as: readings of spontaneous descriptions trying to understand the actions and speeches of teachers; construction of units of meaning; analysis of individual speech; reflective analysis in the search of the essential structure of the phenomenon. After the reflection upon the phenomenon, it was reached to the nomothetic matrix, with twelve individual units of meaning with great convergence points signaling a pattern of actions that in the construction of the results determines some concerns with issues of the programmatic content and organization of the pedagogical work of the first year of elementary school in relation to the games, issues of embodiment, the motricity and disciplined body, as well as the issues of the relationship between teacher and student. In the conclusion, based on the interpretation from the perspective of the problem, some concerns and alerts were raised to teachers in this school phase. This study was approved by the Ethics Committee with the number: 1.343.986.